The document summarizes key concepts about atomic structure from sections 4.1 through 4.3 of a chemistry textbook chapter. It discusses the early ideas of Democritus and Dalton's atomic theory. It then explains Rutherford's gold foil experiment and the nuclear model of the atom with protons, neutrons, and electrons. The document also defines atomic number and mass number, and distinguishes between elements and isotopes. It describes how atomic mass is calculated based on natural isotope abundances.
This PowerPoint is one small part of the Atoms and Periodic Table of the Elements unit from www.sciencepowerpoint.com. This unit consists of a five part 2000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 15 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus: -Atoms (Atomic Force Microscopes), Rutherford's Gold Foil Experiment, Cathode Tube, Atoms, Fundamental Particles, The Nucleus, Isotopes, AMU, Size of Atoms and Particles, Quarks, Recipe of the Universe, Atomic Theory, Atomic Symbols, #'s, Valence Electrons, Octet Rule, SPONCH Atoms, Molecules, Hydrocarbons (Structure), Alcohols (Structure), Proteins (Structure), Periodic Table of the Elements, Organization of Periodic Table, Transition Metals, Electron Negativity, Non-Metals, Metals, Metalloids, Atomic Bonds, Ionic Bonds, Covalent Bonds, Metallic Bonds, Ionization, and much more.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks
This PowerPoint is one small part of the Atoms and Periodic Table of the Elements unit from www.sciencepowerpoint.com. This unit consists of a five part 2000+ slide PowerPoint roadmap, 12 page bundled homework package, modified homework, detailed answer keys, 15 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus: -Atoms (Atomic Force Microscopes), Rutherford's Gold Foil Experiment, Cathode Tube, Atoms, Fundamental Particles, The Nucleus, Isotopes, AMU, Size of Atoms and Particles, Quarks, Recipe of the Universe, Atomic Theory, Atomic Symbols, #'s, Valence Electrons, Octet Rule, SPONCH Atoms, Molecules, Hydrocarbons (Structure), Alcohols (Structure), Proteins (Structure), Periodic Table of the Elements, Organization of Periodic Table, Transition Metals, Electron Negativity, Non-Metals, Metals, Metalloids, Atomic Bonds, Ionic Bonds, Covalent Bonds, Metallic Bonds, Ionization, and much more.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks
this presentation is especially for those students who have problem in understanding the concepts about atom.............hope u all like this one..............
An entry in the 'schools for you' project. By Aneesh Bapat, class 8 from Abhinav Vidyalaya English Medium High School, Pune, India.About the various theories by different scientists about the structure of the atom.
this presentation is especially for those students who have problem in understanding the concepts about atom.............hope u all like this one..............
An entry in the 'schools for you' project. By Aneesh Bapat, class 8 from Abhinav Vidyalaya English Medium High School, Pune, India.About the various theories by different scientists about the structure of the atom.
The Top Skills That Can Get You Hired in 2017LinkedIn
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Section 4.1
Defining the Atom
Objectives:
• Describe Democritus’s ideas about atoms
• Explain Dalton’s atomic theory
• Identify what instrument is used to observe individual atoms
Defining the Atom
• The Greek philosopher Democritus (460 B.C. – 370 B.C.) was among the first to
suggest the existence of atoms (from the Greek word “atomos”)
• He believed that atoms were __________________________ and
____________________________
• His ideas did agree with later scientific theory, but did not explain chemical behavior,
and was _____________________________________________________________
- but just philosophy
Dalton’s Atomic Theory
1. All elements are composed of tiny indivisible particles called ____________________
2. Atoms of the same element are _____________________________. Atoms of any one
element are different from those of any other element.
3. Atoms of different elements ________________________________ in simple whole
number ratios to form _____________________________________________________
4. In chemical reactions, atoms are ___________________________________________
___________________________________________________________ - but never
changed into atoms of another element.
Sizing up the Atom
• Elements are able to be subdivided into smaller and smaller particles – these are the
atoms, and they still have properties of that element
• If you could line up 100,000,000 copper atoms in a single file, they would be
approximately 1 cm long
2
3. • Despite their small size, individual atoms are observable with instruments such as
____________________________________________________________________
_
Section 4.2
Structure of the Nuclear Atom
Objectives:
• Identify three types of subatomic particles
• Describe the structure of atoms, according to the Rutherford atomic model
Structure of the Nuclear Atom
• One change to Dalton’s atomic theory is that ________________________________
into subatomic particles:
ex.)
•
•
•
Discovery of the Electron
• In 1897, J.J. Thomson used a _______________________________ to deduce the
presence of a negatively charged particle: _________________________________
• Cathode ray tubes pass electricity through a gas that is contained at a very low
pressure.
Mass of the Electron
• 1916 – Robert Millikan determines the mass of the electron: _________________ the
mass of a hydrogen atom; has one unit of negative charge
Conclusions from the Study of the Electron:
a) Cathode rays have identical properties regardless of the element used to produce
them. All elements must contain identically charged electrons.
b) Atoms are neutral, so there must be ___________________________________ in
the atom to balance the negative charge of the electrons
3
4. c) ____________________________________________________ that atoms must
contain other particles that account for most of the mass
• Eugen Goldstein in 1886 observed what is now called the ________________-
particles with a positive charge, and a relative mass of 1 (or 1840 times that of an
electron)
• 1932 – James Chadwick confirmed the existence of the __________________ – a
particle with no charge, but a mass nearly equal to a proton
Subatomic Particles
Particle Charge Mass (g) Location
Electron
(e-)
Proton
(p+)
Neutron
(no)
Thomson’s Atomic Model
• Thomson believed that the electrons were like plums embedded in a positively
charged “pudding,” thus it was called the “plum pudding” model.
4
5. Ernest Rutherford’s Gold Foil Experiment - 1911
• Alpha particles are helium nuclei - The alpha particles were fired at a thin sheet of
gold foil
• Particles that hit on the detecting screen (film) are recorded
Rutherford’s Findings
• Most of the particles passed right through
• A few particles were deflected
• VERY FEW were greatly deflected
Conclusions:
a)
b)
c)
The Rutherford Atomic Model
• Based on his experimental evidence:
• The atom is mostly empty space
• All the positive charge, and almost all the mass is concentrated in a small area in
the center. He called this a _____________________________
5
6. • The nucleus is composed of _________________________ and
______________________________ (they make the nucleus!)
• The _________________________________ distributed around the nucleus, and
occupy most of the volume
• His model was called a ___________________________________
6
7. Name _____________________________________________ Date ________________
4.1 and 4.2 Section Review
1. In your own words, state the main ideas of Dalton’s atomic theory.
2. Democritus and Dalton both proposed that matter consists of atoms. How did their
approaches to reaching that conclusion differ?
3. What are the charges and relative masses of three main subatomic particles?
4. Describe the basic structure of an atom
5. Describe Thomson’s, Millikan’s, and Rutherford’s contributions to atomic theory.
Include their experiments if appropriate
7
8. Section 4.3
Distinguishing Among Atoms
Objectives:
• Explain what makes elements and isotopes different from each other
• Calculate the number of neutrons in an atom
• Calculate the atomic mass of an element
• Explain why chemists use the periodic table
Atomic Number
• Atoms are composed of identical protons, neutrons, and electrons
o How then are atoms of one element different from another element?
• Elements are different because they contain different numbers of
_______________________
• The _________________________________ of an element is the
____________________________________________ in the nucleus
• # protons in an atom = __________________________________________
• Atomic number (Z) of an element is the number of protons in the nucleus of each
atom of that element.
Element # of protons Atomic # (Z)
Carbon
Phosphorus
8
9. Gold
Mass Number
• Mass number is the number of protons and neutrons in the nucleus of an isotope:
Nuclide p+ n0 e- Mass #
Complete Symbols
• Contain the symbol of the element, the mass number and the atomic number.
9
10. Isotopes
• Dalton was wrong about all elements of the same type being identical
• Atoms of the same element can have different numbers of ______________________
• Thus, different mass numbers.
• These are called _________________________________
• Frederick Soddy (1877-1956) proposed the idea of isotopes in 1912
• ____________________________ are atoms of the
______________________________________ having different masses, due to
varying numbers of neutrons.
• Soddy won the Nobel Prize in Chemistry in 1921 for his work with isotopes and
radioactive materials.
Naming Isotopes
• We can also put the mass number after the name of the element:
o carbon-12
o carbon-14
o uranium-235
Isotope Protons Electrons Neutrons Nucleus
Hydrogen – 1
1 1 0
(protium)
Hydrogen – 2
1 1 1
(deuterium)
10
11. Hydrogen – 3
1 1 2
(tritium)
Isotopes
• Elements occur in nature as _________________________ of isotopes.
• Isotopes are atoms of the same element that differ in the number of neutrons.
Atomic Mass
• How heavy is an atom of oxygen?
o It depends, because there are different kinds of oxygen atoms.
• We are more concerned with the __________________________________________
• This is based on the abundance (percentage) of each variety of that element in nature.
o We don’t use grams for this mass because the numbers would be too small.
Measuring Atomic Mass
• Instead of grams, the unit we use is the _____________________________________
• It is defined as one-twelfth the mass of a carbon-12 atom.
o Carbon-12 chosen because of its isotope purity.
• Each isotope has its own atomic mass, thus we determine the average from percent
abundance.
To calculate the average:
• Multiply the atomic mass of each isotope by it’s abundance (expressed as a decimal),
then add the results.
• If not told otherwise, the mass of the isotope is expressed in atomic mass units (amu)
Atomic Masses
• Atomic mass is the average of all the naturally occurring isotopes of that element.
Symbol Composition of the % in nature
Isotope nucleus
12
Carbon – 12 C 6 protons 98.89%
6 neutrons
11
12. 13
Carbon – 13 C 6 protons 1.11%
14
Carbon – 14 C 6 protons <0.01%
Carbon =
Name _____________________________________________ Date ________________
4.3 Section Review
1. Explain how the atomic number of an element identifies the element.
2. How can atomic number and mass number be used to find the numbers of protons,
electrons, and neutrons?
3. An atom is identified as platinum – 195.
a. What does the number represent?
b. Symbolize this atom using superscripts and subscripts
4. How are isotopes of the same element alike? How are they different?
5. Determine the number of protons, electrons, and neutrons in each of the five
isotopes of zinc.
Zinc – 64:
12
13. Zinc – 66:
Zinc – 67:
Zinc – 68:
Zinc – 70:
6. List the number of protons, neutrons, and electrons in each pair of isotopes.
a. Li, Li b. Ca, Ca c. Se, Se
7. The atomic masses of elements are generally not whole numbers. Explain why.
8. How is the atomic mass of an element calculated from isotope data?
9. Using data for nitrogen listed in Table 5.3, (Pg 119 in your book) calculate the
average atomic mass of nitrogen. Show your work.
13